The project aIMS(M) takes inspiration from the Recommendation “A new skills agenda for Europe” (COM 2016 – 381 Final) which urges to up-skill and re-skill the European labour force with digital skills, in order to keep it productive in the jobs and support adults to acquire a minimum level of key competences and/or acquire a broader set of skills necessary to progress towards an upper secondary qualification or equivalent. Then, the Digital Skills and Jobs Coalition calls for wide coalitions to tackle the lack of digital skills in Europe, due to the fact that 90% of jobs require some level of digital skills whatever the sector; all jobs will change and many will disappear while one third of the EU workforce has insufficient digital skills. Yet, 20% of them has never used the internet. The Recommendation “Upskilling Pathways: New Opportunities for Adults” (2016/C 484/01) highlights that also those jobs that traditionally require none or low skills are currently becoming more and more demanding. Moreover, in the near future, the vast majority of the jobs will require a certain degree of digital competences, while an increasing number of elementary jobs will at least require some basic or generic competences. During the project lifetime, 200 low skilled unemployed adult migrants and or refugees will benefit of the pathway as testers and they will contribute, through their experience, to the validation of the final tools within an European dimension.The project aIMS(M) is a pan-European educational pathway for unemployed, low-skilled long-term migrant adults, which intends to:1. contribute to the digital citizenship, meant as open access and participation in the society with a full digital awareness;2. contribute to the digital inclusion, meant as quality of opportunities in the use of the network and for the development of a fun-innovative culture.These goals are pursued through the following Intellectual Outputs:IO1 is an online self-assessment that adapt the framework DIGCOM 2.0 to the needs of long term unemployed adult migrants and or refugees, to foster their digital competences, needed to implement work-related activities. The result of this IO is to set learning goals and identify training opportunities in all the areas of the framework. IO2 an online self assessment tool that adapts the framework DIGCOMP 2.0 to long term unemployed low skilled adults. The results of this IO are a MOOC tailored on migrants and adults and completed by guidelines to be used by professional counsellors and educators for adults as well as by all those professional figures involved in supporting activities for job seekers. IO3 is a methodological pathway to collect evidences and appreciative references to support the validation of the learning. The result of this IO is procedural methodology (guide) for the appreciative validation of non-formal competence of low skilled adults. The project provides a blended mobility for adult learners /joint staff training event aiming to lead participants to acquire skills in order to adopt common training activities, according to migrants target group. As many training participants is possible to not be self-motivated and require guidance or coaching to complete a course, this activity will be an ongoing learning process for them, enforcing them especially to improve their training skills. Additionally, train the trainers of linguistics with the use of technological accessibility, will be an advantage for them as trainers but will also give an other perspective on their training methodology to migrants. As ICT services give the opportunity for interaction between worker/mentor and learner, both sides will have benefits. Migrants, who are facing in a major level the unfamiliarity with the language of their host country, will take advantage as indirect benefits of these training sessionDuring the project lifetime, it is also foreseen the implementation of the following dissemination tools:- Website: it represents the project identity and will be promoted in the websites of each partner; - Project History Movie: a short video containing interviews with partners, to show the project evolution; - E-Brochure: used for publicising project results; - 4 newsletters in EN and translated into all the languages of the Partnership; - Social Network Report: it summarises the strategy adopted to increase the visibility in social networks; - Strategic mailing list: composed of all the subjects that the project addresses and based on partners’ own networks and the GDPR rules;

<< Objectives >>• To promote the significant importance of environmental awareness and practices and the adaptation of relevant Corporate Social Responsibility (CSR) by VETs. • To develop an open and accessible online “Green Social Network” platform for VET organisations to network, communicate and enhance their environmental CSR activities. • To address and map the current needs and requirements of VETs, concerning their environmental CSR activities. To assist our target groups, by providing a proper framework<< Implementation >>The deliverables of the project will be divided into three main directions: 1. The formation of a holistic CSR training content 2. The development of an open and free online platform for VETs networking and communication about environmental CSR activities 3. the creation of a downloadable step-by-step environmental CSR Handbook for VETs<< Results >>Overall, the project's result upon its completion will be an open, free online platform having a dual operation; - It will act as a green social network, where VETs will be able to communicate with each other their “green” CSR activities and practices - It will include gamification elements to enhance the user experience (badges and rewards) - The platform will include an environmental CSR toolkit (articles, case scenarios, proposals), A downloadable step-by-step GreenBook for VET people.

<< Objectives >>1. Familiarize participants with SWOT techniques and approaches in order to support the enhancement of adult education;2. Increase educators and participants’ knowledge and understanding of the role of Smart Working inside companies as far as in education;3. Improve the digital intelligence and skills of participants oriented to distance learning;3. Improve the confidence of adult educators to support the effort of ADU Education providers in developing new methods and tools for ADU educators.<< Implementation >>Compendium of Competences, to develop a vocational training pathway consisting in adapting, testing, disseminating contents;Handbook Finalizations & Training Need Analysis, with methodology and visual identity containing information that is practical for reinforcing entrepreneurship within the olive cultivation farmersTreatment Alternatives of Olive Mill Wastewater & Training Handbook + e-Learning Platform, containing contemporary, innovative, and the latest scientific applications for OMW.<< Results >>In pursuit of SWOT objectives, 4 partner organisations are combining their expertise in innovative didactics and their competence in the field of enhancing Adult Education. In multiplier events and in an electronic way to local stakeholders and to other interested companies the project results will be disseminated. Project partners are convinced that the transnational cooperation between them will enhance activities of educational institutions, develop an in

"<< Background >>According Cedefop (2020) Estimates tell us that there are 128 million adults in the EU-28+ with potential for upskilling and reskilling. This is an impressive pool of untapped talent waiting to be unlocked. Analysis by skill dimension of the risk of being low-skilled shows that, compared to the average adult population, older people are more are particular risk of being low-skilled. Most adults with low skills lead busy life which leave little time for learning. In fact, shortage of time is the biggest barrier to learning participation for low-skilled adults according to OECD PIAAC data, be this due to work-related (22%) or family-related reasons (19%). At the same time, adults with low skills have limited bargaining power when asking their employer for time off to participate in training. Further, they often cannot afford to take unpaid leave to pursue the training. Giving every adult, including the low-skilled, the right to take leave for education and training purposes can increase training participation. This should go hand-in-hand with other measures that increase flexibility and allow adults to fit learning into their busy schedules, such as evening and weekend provision, part-time and modular programmes and distance learning. Not many adults have the time and motivation to take part in lengthy courses to upskill or reskill. At the same time, technological change will make those with high skills, more productive and hence more sought after by employers (Nedelkoska and Quintini, 2018). Labour market is actually a global and supranational entity. There are of course national differences and niches but the new technologies and the expected changes are far more transnational than local or national. The partnership idea is to arrive at a definition of tools and outputs that will be fully transnationals and fully adopted in all partners joining the group. Based on the needs analysis and preliminary research carried out by partners, LAB-ADA project sets the overall goal to develop an innovative web learning approach for advancing and sustaining low skilled adults possibilities to gain enough knowledge, also to foster their wellbeing and mental health through the acquisition of needed skills that would help them make changes effectively, master their life and enter the desirable job market.This project aims to:- create a tools for adult educators, adults which consist of non-formal digital learning possibilities;- expand the offer of high-quality courses and increase participation through effective awareness, orientation and motivation strategies for groups of adult learners using the results;- build a holistic framework and a replicable training model to manage the adoption of new skills among staff members of the organisations and low skilled workers.<< Objectives >>Project LAB-ADA objectives are to create outputs useful for adults, adult educators, labour advisors, policy-makers, social partners, public employment services and learning providers that can help to create better opportunities for adults with low skills.What is more, the majority of low-skilled adults takes part in learning to advance their career. However, learning opportunities do not always equip them with the skills needed for the labour market. Only two in three adults think that participation in training helped them achieve positive employment outcomes, such as performing better in their current job, being promoted, getting a (new) job or a higher salary. Further, two in five adults who take part in training, participate in health and safety training only, while knowledge of health and safety is an important requirement to reduce the likelihood of work accidents. We will work in the innovation to make adult learning more interesting and relevant for adults with low skills.The direct target groups of the LAB-ADA project are low skilled adults and adult educators.Needs of the target groups will be fulfilled, while supporting: a) adults with low skills to upskill and reskill which is imperative for a future of work that is both more productive and inclusive; b) adult educators giving them tools of non-formal digital learning opportunities.Additional to the Target group of the LAB-ADA project, target group of results use will be:-Formal and non-formal adult learning providers including secondary schools, colleges, universities, employers, unions, and community centres, non-profit organizations, public libraries, private companies, religious institutions, museums, etc.-Individuals: Employed, unemployed adults, with the deferent purpose, including job or career reasons, belter wellbeing reasons, educational reasons, or personal interest.-Adults education administrators, programs designers, etc.<< Implementation >>By implementing the project partners seek to improve low skilled adults learning opportunities. For that reason, the Mapping Frame for improvements of low skilled adults learning will be created also it will be a methodological document guiding the development of the second output - Toolkit for remote co-design activities. Mapping Frame for improvements of low skilled adults learning will represent a four pillar frame mapping the factors that affect low skilled adults learning interlined with the skills that need to be developed in order to improve they capabilities to pursue what they value in life. Another objective of the project is to foster and to strengthen the digital skills of the low skilled adults through the creation of an open source toolkit for the development of creative-collaborative online projects (Toolkit for remote co-design activities). The creation of digital storytelling, the analysis and mapping of social phenomena today become an indispensable resource for those who is seeking news skills and training, also it will serve as a social inclusion.<< Results >>In the present description of the expected results as a product of the project activities, to have the following results is expected:-Mobilisation of the target groups: after an analysis of the needs of all local formative institutions, labour dedicated institutions and international data, each partner will involve the huge number of target groups as teachers, trainers, tutors, personnel involved in active employment policies, figures involved in the education processes of adults and adults (teacher, training designer, content developer), counsellor, mentors in order to activate them in the search of new ways and existing digital non-formal learning possibilities to teach the new skills requested by labour market of the future;-A bunch of surveys: we expect to give the new instrument to help low skilled adults to try non-formal digital learning possibilities.-Increased use of digital technologies at work. A it is raising the demand for new skills along three lines. First, acquire of generic ICT, second, the use of ICT products and services, third, the use of ICTs is changing the way work is carried out and raising the demand for ICT-complementary skills.-Results realisation: outputs represents a real ""toolboxes"" for those who are involved in creating the new skills useful for the future labour market and those which will learn these skills.We will create a guide with possible non-formal learning opportunities for low skilled adults.What is more, the majority of low-skilled adults takes part in learning to advance their career (see below). However, learning opportunities do not always equip them with the skills needed for the labour market. Only two in three adults think that participation in training helped them achieve positive employment outcomes, such as performing better in their current job, being promoted, getting a (new) job or a higher salary. Further, two in five adults who take part in training, participate in health and safety training only, while knowledge of health and safety is an important requirement to reduce the likelihood of work accidents. We will work in the innovation to make adult learning more interesting and relevant for adults with low skills.In this kind of environment adults with low skills and adults need support in identifying their training needs and in understanding which type of training is most appropriate for them.Additionally, they need advice on how to tackle any barrier to participation, including limited finances, lack of time due to family commitments and distance to the training location. And such comprehensive advice and guidance services specifically targeted at adults with low skills are rare. The idea is to tailor advice using different media like books or interactive resources or videos and a help desk."

<< Objectives >>1. Provide educators with resources and tools to be used in delivering global learning within education.2. Improve the subject knowledge and pedagogical competencies of educators to deliver global education using the resources and tools developed3. Improve adults’ knowledge and understanding of global issues4. Improve the global and intercultural competencies of educators5. Provide practical strategies for engaging adults, including the teaching of controversial issues<< Implementation >>BigPic includes 3 sets of wide activities:PM - Project Management, (Other WPs include) DE - Dissemination & Exploitation, R - Results.PM in creating team spirit and work, and guaranteeing all the financial and process development with quality. DE with an appealing image, supported in social media and involves the target group from the start.R supported in real needs of target groups to be more sustainable. All partners are involved in all project activities.<< Results >>Results: (1) BigPic MOOC, an online course for Adult Educators (AE) to learn about Global Citizenship, independently and autonomously; (2) NEXT Toolkit, to AE use in their training with adults, even non-formal, fully available online for free; (3) BigPic Guide, to AE organisations, promote Global Citizenship Competencies education for their educators.